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Seeding Energy sustainability through transformative teaching: any way forward for sub-Sahara Africa?
1. Seeding energy sustainability through
transformative teaching: any way
forward for sub-Sahara Africa?
Kant E Kanyarusoke
Cape Peninsula University of Technology, Cape Town – South Africa
2. •MEETING SOME SSA HOME ENERGY NEEDS SUSTAINABLY
•SEEDING SUSTAINABILITY THROUGH PRACADEMIA
•TRANSFORMATIVE TEACHING
•PrBL EXAMPLES TO MEET SSA ENERGY & EE CHALLENGES
HIGHLIGHTS
3. SUB-SAHARAN AFRICA – ENERGY PROBLEM
http://solarjourneyusa.com/solarvsgas.php
SOLAR HOURS DISTRIBUTION
• 48 SMALL
UNDERDEVELOPED
COUNTRIES
• 949 Mn. PEOPLE (PRB,
2015)
• 247 kWh/person annually
( ⩰ 4781 - SA; 150 -
others cf. 10 000 for
DEVELOPED WORLD)
5. ENG. EDUC. CHALLENGES
FROM LITERATURE
oFUNDING (Owolabi & Rafiu 2010, etc.)
oCURRICULA (Falade 2007, etc.)
oSTUDENT COHORTS (Oryem-Origa 2010, etc.)
oSOCIETY EXPECTATIONS (Akintola 2002)
ADD
o PREVAILING SOCIETY BELIEFS
o ATTITUDINAL ISSUES
6. THE PROBLEM
Within limitations of an
engineering academic, what can
be done to sensitize and activate
students’ actions on SSA’s
Energy problems?
7. METHODOLGY(1) – THE PRACADEMIC MODEL
TEACHING & LEARNING (T)
• CURRICULUM DELIVERY
• ASSESSMENTS
RESEARCH (R)
• PUBLICATIONS
• PG SUPERVISION
SERVICE (S)
• MANAGEMENT/ADMINISTRATION
• COMMUNITY INVOLVEMENT
T R
S
x1 x2
x3
x4
x5
x6
x7
x8
x1 – Teaching alone
x2 – Research alone
x3 – Service alone
x4 – Teaching students using
outside work
x5 – Teaching students using
Research
x6 – Research for society outside
campus
x7 – Teaching students through
Research for society
outside campus
x8 – Personal non academic or
professional work
THE PRACADEMIC FOCUSES HIS/HER TEACHING (T) AND RESEARCH (R) ON
SOLVING SOCIETY’S PROBLEMS (S)
9. METHODOLGY– Transformative Teaching using PrBL
PrBL PEDAGOGY (Baş, 2011, Uziak, 2016 etc)
•Most Energy Eng. Work is Project based
•Transition from Eng. Sc. to Eng. Design (Savage, 2007)
1(T)
4(T+S)
5(T+R)
USED IN EACH OF 4 JOB
ELEMENTS OF TEACHING ‘T’
10. TRANSFORMATIVE TEACHING FOR SUSTAINABLE
ENERGY - EXAMPLE 1: WATER HEATING
INITIAL DESIGN: 2012; 100 L;
C = ZAR 1000; Tmax = 40.1°C
MAINTAINED, REDESIGNED 2013-15;
30 L; C = ZAR 1200-1700; Tmax = 52-67°C
11. TRANSFORMATIVE TEACHING FOR SUSTAINABLE
ENERGY - EXAMPLE 2: RURAL WATER PURIFICATION
MODEL WATER PURIFIER:
DIPLOMA STUDENTS 2014
PROTOTYPE WATER PURIFIER:
MASTERS STUDENT 2014-15
12. TRANSFORMATIVE TEACHING FOR SUSTAINABLE
ENERGY - EXAMPLE 3: RURAL CROP DRYING
INITIAL CONCEPT
FROM LECTURER’S
R&D REJECTED
COMPONENTS - 2013
IMPROVED
CONCEPT TO
EXTRACT WATER AS
WELL – 2014
FURTHER
IMPROVED TO
REDUCE DRYING
TIME – 2015
13. TRANSFORMATIVE TEACHING FOR SUSTAINABLE
ENERGY – CONTINUOUS IMPROVEMENT: EVIDENCE
0
200
400
600
800
1000
0
10
20
30
40
50
60
70
80
2012 2013 2014 2015 OFF SHELF SS OFF SHELF
ELECTRIC
Capitalcost(US$)
Efficiency%orTemperature(°C)
MODEL
COSTS & PERFORMANCE OF STUDENT SOLAR SYPHONS AND
OFF SHELF UNITS
Capital cost (US$) Tmax (°C) Efficiency (%)
Pathogen reproduction stops
Pathogen growth stops
Pathogens die instantly
14. TRANSFORMATIVE TEACHING FOR SUSTAINABLE
ENERGY – DID STUDENTS LEARN BETTER? - EVIDENCE
0
0.1
0.2
0.3
0.4
0.5
0
10
20
30
40
50
60
70
80
Summative 1 Summative 2 Project Formative Total Evaluation
RATIOSTANDARD
DEVIATIONTOMEAN
MARKS(%)
Type of Assessment
MED 300S: MACHINE DESIGN 3 RESULTS (SEMESTER 2, 2015)
Mean stdv/mean
15. CONCLUSIONS
• DISTRIBUTED SOLAR ENERGY HARNESSING
HAS POTENTIAL TO OVERCOME MANY
ENERGY CHALLENGES AT HOME LEVEL IN
SSA
• MAKING A START IN HOME SOLAR ENERGY
HARNESSING NEEDS NEITHER ‘LOTS’ OF
MONEY NOR IMPORTED TECHNOLOGIES
• PrBL COULD BE USED AS A
TRANSFORMATIVE TEACHING TOOL
16. Most of China:
4 -5 kWh/m2 @
day
If China can, SSA should do it better – but probably
through her young generation: This is the beauty of
Transformative university teaching in SSA today!!
Least solar
energy in
Africa 4 -5
kWh/m2@
day
17. ASANTENI SANA; DANKIE; ENKOSI;
ESE GAN; KE A LEBOGA; NA
GODE; THANK YOU;
kanyarusokek@cput.ac.za
